Creating District C.I.P.And

Building S.I.P.

Making Sure The Canaries Don’t Die While You Are Data Mining

How Are You Using Data To Make Effective Decisions?

Essential Questions How do you decide which data to collect? Where do you find data? How do you use that data to make

decisions? What processes/structures are in place to

communicate data to different audiences? Do you know why you are getting the

results you currently have? What evidence do you have that all

students are learning?

Big IdeasDistrict and school staff can access

relevant data from ODE, district and school sources

District and school staff can use processes to analyze data effectively

Data is vital to making program decisions for improving student achievement

Purposes of Data

Monitor compliance – state and federalMake and support local program and

budget decisionsCommunicate student progress to

students, parents, community, school board

Inform instruction

Effect Data – what students are producingStudent Achievement results

Various measures – State, District, School, Grade Level, Classroom

Formative and Summative

Two Types of Data

The percentage of students who scored at the proficient or higher level on the district math assessment.

Two Types of Data

Cause Data – what the adults are doingInformation based on the actions of adults in the

systemmaterials used curriculum chosen frequency of lessons duration of lessonsinstructional strategies

Forty-seven High School Math teachers took part in the weeklong, hands-on math course emphasizing writing in the mathclassroom. The teachers implemented the new strategies

in their classrooms during second quarter.

Where’s The Data?

State Reports

District Reports and Information

School Reports and Information

Two Levels of Goals: Tier 1 (District) Goals Tier 2 (Building) Goals

Tier 1 – System wide Expectations for all students SMART Goals

Effect Indicators

Tier 2 – School based SMART Goals Strategies

Cause Indicators Effect Indicators

Process UsedData-Driven Decision Making

Six steps for DDDM1. Find the data (Treasure Hunt)2. Analyze the data3. Prioritize needs4. Set, review, revise SMART goals5. Determine strategies6. Establish results indicator

The Leadership and Learning Matrix

Effe

cts

/ R

esul

ts D

ata

Antecedents / Cause Data

LuckyHigh results, low understanding of antecedentsReplication of success unlikely

LeadingHigh results, high understanding of antecedentsReplication of success likely

Losing GroundLow results, low understanding of antecedentsReplication of failure likely

LearningLow results, high understanding of antecedentsReplication of mistakes unlikely

Workshop Tasks

→1. Find the data: “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet

goals6. Determine results indicators

Seminar Tasks

1. Find the data — “Treasure Hunt”→2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet

goals6. Determine results indicators

Measuring Growth

Point in Time Status

"How are this year’s students in Grade X scoring?"

Grade Level Status Growth

“Are this year’s students at Grade X doing better than previous Grade X students?”

CohortGrowth

"How much are student cohort test scores increasing from year to year?"

Seminar Tasks

1. Find the data — “Treasure Hunt”2. Analyze the data→3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet

goals6. Determine results indicators

Task 3 – Prioritize Needs Analysis

Examples:• Fifth grade boys need to improve in reading. Skills

for “analysis of text” need the most improvement.• Eighth grade FRL students need help on

mathematics problem solving and reasoning.

Seminar Tasks

1. Find the data — “Treasure Hunt”

2. Analyze the data

3. Prioritize needs analysis

→ 4. Set, review, or revise annual goals

5. Identify specific strategies to meet goals

6. Determine results indicators

Establishing, reviewing, or revising goals (what students will do) and creating measurable, achievable objectives

is the next step.

Where do we need to go now?

Step 4: Set, Review, Revise Annual SMART Goals

S-M-A-R-TSpecificMeasurableAchievableRelevantTimely

Task 4 - Set, Review, or Revise Goals

Increasing Student Achievement:Setting the Target by Quartile

0 – 24% proficient = 20% increase in proficiency per year

25 – 49% proficient = 12% increase in proficiency per year

50 – 74% proficient = 7% increase in proficiency per year

75 – 99% proficient = 4% increase in proficiency per year

GoalsTier 1 and Tier 2 Goals – Remember the

difference Be selective! Only one to three goals based

on needs analysis.Rule of SixGoals statements should include:

Targeted subject area, grade level, and student population

Criteria to be achievedExpected changeMeasurement instrument to be used

Seminar Tasks

1. Find the data — “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals→ 5. Identify specific strategies to

meet goals6. Determine results indicators

Buildings:How Will We Get There?

Developing specific, instructional strategies and activities to

achieve goals

Task 5 – Identify Specific Strategies to Achieve Goals

Can emphasis in one area produce a positive impact in another area?

If providing “more time” isn’t a sufficient answer for meeting an important goal, what specifically should your school or team do to meet the goals you identified?

Select Specific Strategies Why?

Adult actions will impact student achievement

Strategies are: Action-oriented Measurable/accountable Specific Research-based

Considerations: instructional, organizational, leadership, programmatic

Research-Based Strategies

90/90/90 Schools, Reeves 2003 Ten Things High Schools Can Do Right

Now to Improve Student Achievement, Reeves, 2006

What’s Happening in Schools? or Not, Learning 24/7 Observation Study, 2005

Additional Evidence in Support of Research-Based Strategies

Best Practice, Zemelman-Daniels, Hyde, 1998

Art & Science, Marzano 2007 The Kids Left Behind, Barr & Parrett,

2003 School Leadership That Works,

Marzano, Waters, McNulty, 2005

What’s Already Working? What Else Can We Do?

To determine effective strategies, complete a fishbone diagram:

1) Identify area(s) of greatest success

2) Prioritize challenges or needs

Examples of Specific Strategies

“Teachers will use specific math software programs in classroom and lab to help identified students at risk in math”

“Increase number of math problem- solving activities with accompanying scoring guide that requires students to explain their solutions inwriting.”

Strategies for Success

Focused staff development and percent of staff implementing

Data-driven Decision MakingContinuous search for replicable

reformSystematic data gathering Consistent, ongoing monitoring of

student progress

“Antecedents to Excellence”Writing as leverExternal scoringFrequent use of performance

assessments Consistent use of scoring guidesConsistent expectationsMultiple opportunities for student

success

Seminar Tasks

1. Find the data — “Treasure Hunt”2. Analyze the data3. Prioritize needs analysis4. Set, review, or revise annual goals5. Identify specific strategies to meet

goals→ 6. Determine results indicators

How Will We Know If It’s Working?

Results indicators measure effectivenessand accountability!

Task 6: Determine Results Indicators

Why? To monitor the degree of implementation and evaluate the effectiveness of the strategies

Tier 1: How will you know that you have achieved your goal

Tier 2: How will you know if a particular strategy is effective?

Results indicators determine: If strategy is being implemented If strategy is having intended effect on student learning

and improved performance

“Good faith efforts to establish goals and then to collectively and regularly

monitor and adjust actions toward them produce results.”

Dr. Mike Schmoker, Author of Results: The Key To Continuous Improvement

How Will We Know We Are Getting There?

Examples of Results Indicators

Reading intervention class offered and required for identified students working below grade level in reading comprehension

Percentage of students who score proficient or higher in math problem-solving activities requiring students to explain their solutions in writing will increase from 37% to 49% as measured by District problem solving assessment given on November 20th.

School Action Plan with Accountability

What needs to be done? Who will do it? Who will oversee it? What resources are needed? What targeted professional development

do teachers need? What’s the timeframe throughout the year? When will the actions be completed?

Developing Your Accountability Plan When you create your accountability plan

consider: Teacher or administrator teams Monitoring cycles Goals Strategies Impact on student and adult behavior Ability to make midcourse corrections

Three Ways To Report District

SMART Goals Indicators

Building SMART Goals Indicators The Rest of the Story – Narrative

Data Teams SMART Goals Next Steps